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English 10
Quarter 1 – Module 1:
Determining the Effect of Textual Aids
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Celebrating Diversity through World Literature
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of

the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Name; Helen Grace V. Cruz, Ellyn C. Sy
Editors: Irene T. Pilapil
Reviewers: Irene T. Pilapil
Illustrator:
Layout Artist:
Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, PhD, CESO V
Assistant Schools Division Superintendent: Marcelita S. Dignos, Ed.D, CESE
Curriculum Implementation Division Chief : Oliver M. Tuburan, Ed.D.
EPSVR- Science : Jennifer S. Mirasol
EPSVR - LRMDS : Teresita Bandolon
ADM Coordinator : Marigold Cardente

Printed in the Philippines by Department of Education – Division of Lapu-Lapu City

Department of Education – Region VII Central Visayas
Lapu-Lapu City Division
Office Address: B.M. Dimataga St., Lapu-Lapu City
Tel No. (032) 410-4525
Email Address: oliver.tuburan@deped.gov.ph
 10

English
Quarter 1 – Module 1:
Determining the Effect of
Textual Aids
Introductory Message
For the facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Determining the Effect
of Textual Aids.
This module was collaboratively designed, developed and reviewed by educators both from public
and private institutions to assist you, the teacher or facilitator in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and independent l earning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also need
to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included
in the module.

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For the learner:

Welcome to the Grade 10 Alternative Delivery Mode (ADM) Module 1 on Lesson One,
Determining the Effect of Textual Aids.
The hand is one of the most symbolized part of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand
in this learning resource signifies that you as a learner is capable and empowered to successfully
achieve the relevant competencies and skills at your own pace and time. Your academic success
lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents of
the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to competencies you are expected to learn in the
Know module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

This is a brief drill or review to help you link

What’s In the current lesson with the previous one.

In this portion, the new lesson will be

introduced to you in various ways such as a
What’s New
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion

of the lesson. This aims to help you
discover and understand new concepts
and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the
Answer Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process
What I Have
Learned what you learned from the lesson.

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 This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.

This is a task which aims to evaluate your

level of mastery in achieving the learning
Assessment
competency.

In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
Additional
Activities learned concepts.

This contains answers to all activities in the

Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use
a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in the
module
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
effects of textual aids. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you read them can
be changed to correspond with the textbook you are now using.

The module has only one lesson at two subtopics namely:

 Lesson 1 – Meaning of Textual Aids and its kinds
– Interpreting Non-Linear illustrations
– Effects of Textual Aids in the Understanding of the Text

After going through this module, you are expected to:

1. Determine the effect of textual aids like advance organizers, titles, non-linear illustrations
etc.in the understanding of the text; (EN10RC-1a-2.15.2)
2. Define textual aids;
3. Identify commonly used textual aids like graphic organizers or non -linear illustrations;
4. Explain the types of textual aids;
5. Interpret the non-linear illustrations given.
Aside from being effective for vocabulary instruction textual aid or the graphic organizers can also
develop the reading comprehension of the students by helping them organize/categorize the
information, connect it with prior knowledge ,show the important relationships among concepts
and analyze literature

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper
EXCEPT Nos. 6-10.
1. What do you call the visual way of devising knowledge and organizing information?
A. Scientific Method C. Graphic Organizer
B. Biography D. Draft
2. Which type of organizer exhibits series of ways in which they take place?
A. Flow Diagram C. Venn Diagram
B. Cause and Effect Diagram D. Concept Map
3. Which type of textual aid focuses of non -sequential reading path or text
Combined with visual element?
A. Graphic Organizer C. Non-linear text
B. Flow Chart D. Concept Map

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4. What do you call a chart which is divided into positions or slices to illustrate the proportion?
A. Line Graph C. Histogram
B. Pie Graph D. Flow Chart
5. Which of the following statement below is true about non-linear text?
A. Its content typically includes printed texts.
B. Its text does not need to be read from beginning to end.
C. There is only one reading path, which the author decides.
D. It focuses on the arrangement of the words, both grammatically and stylistically.

Read the situation silently answer the questions that follow

You bought a cellphone last month, but it suddenly stopped functioning . You
would like to file a complaint to the store where you bought such defective
product.

Study the following steps recommended by DTI to get your complaint against a defective
product resolved.

Handling Your Own Complaint

Identify the problem

Gather documents

Go Back to Where You Made the

Purchase

Write a Formal Letter

Present your Problem and ask for

Fair Settlement

6. What are the steps in handling your complaint?

7. Would you like your money back? A repair? An exchange of a new product?
8. What documents should you gather and why?
9. How should you explain the problem to the seller?
10. What should you state /mention in your letter of complaint?

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 1Lesson
Textual Aids
2
Reading long article give us loads of information about that certainly not easy to
understand, it matters when read once. Thus, it is useful to scheme pieces of information. But
how can we understand the text easily and clearly? How do we organize the important
information from the text read? Is it possible to understand information with the absence of an
explanation?

What’s In

What is the difference between a right and a responsibility? As consumer do you know
your basic rights and responsibilities?

Nowadays it is important to know and familiarize them ,since we are now in the time of
new normal which buying and purchasing of essential commodities and services can be done on
line, through a direct seller and even the barter trade is back. I want you to read a given passage
very carefully and make sure to take notes on the important ideas and details

Notes to the Teacher

Let the students briefly explain what consumer rights and

responsibilities mean to them by providing a copy of the passage
about “Consumer Act of the Philippines”.

What’s New

Consumer Rights
Consumer rights pertain to a body of law which refer to things that producers of goods and
services must do to safeguard its customers.

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Basic Consumer Rights and Responsibilities
There are eight (8) basic Consumer Rights and five (5) responsibilities that you’ve read in the
selection given to you by your teacher. With these the consumer will be guided to know their
rights and their responsibilities .Fill in the T-Chart below to complete the rights and
responsibilities of a consumer.

Table 1. Consumer Rights and Responsibilities

Rights Responsibilities

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6.

7.

8.

1. What was the activity all about? Did you get all the correct answers?
2. What have you learned about the given passage?
3. How were the answers being presented? It is in graph, chart, diagram or map?
4. What do you call these graphic representations which help students understand a
given passage, data or terms?
5. How can these textual aids help student in understanding a given text?

What is It
Textual aids maybe defined as written texts, prints and other forms of writing .
They can be in a form of graphic organizers or advanced organizers or non –
linear illustrations which display tables, graphs, charts and titles being bolded,
highlighted or italicized, or even pictures to put emphasis or to catch the
attention of the reader. The most commonly used textual aid is the graphic
organizers.
Graphic Organizers- are visual and graphic displays which organize ideas and demonstrate
relationships between different information and concepts.

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Five Types of Graphic Organizers to Improve Learning:

htpps://www.verywellfamily.com

1. T-Chart – a kind of graphic representation of which a student lists down the two facets of
the topic like advantages and disadvantages.
2. Sequence chart or flow diagram- a tool which presents proper order of steps, processes or
events.
3. Venn Diagram- an illustration that uses circles to show similarities and differences
between two concepts. Circles that overlap show commonalities while circles that do not
overlap do not share those traits
4. Main Idea or Spider’s Web-this is a brainstorming or organizations tool, the main idea or
topic is at the center or the body of the diagram.
5. Concept Map - a kind of graphic organizer which has a central concept and branches in
relations to other concepts in a form of hierarchical information. It is useful for
brainstorming, activating prior knowledge or developing synonyms.
6. Graph- a combination of picture and information which help the students to figure out
the main idea and draw their own conclusions.
Aside from effectively developing one’ vocabulary, graphic organizer can also intensify the
reading comprehension of the students by helping them organize /categorize and show
the relationship between and among important concepts.

What’s More
Activity 1.1 Choosing a Graphic Organizer
There are five commonly used graphic organizers that will aid you in organizing your ideas.
Choose the appropriate textual aids to answer the situation below
In a cartolina or manila paper, make a shopping list of what you will buy for a
week long “baon’. You will be given an amount of Php100.00. Be ready to explain
your choices next meeting.

Assessment 1.1 Expressing One’s Ideas

On a whole sheet of paper, write a paragraph of six sentences or more explaining one’s choice of
food for a one week “baon” and the rest of the sentences expressing honestly what kind of
consumer you are.

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 Activity 1.2- Warnings and Prohibitions

Warnings - refer to a piece of information that tells people that there might be a danger or a
problem in the future. (Cambridge English Dictionary)

Examples:

For External Use

Only

Smoking is Dangerous to
your Health

Prohibitions – an act or practice of forbidding something by law, more particularly the term
refers to the banning or manufacture storage (whether in barrels or in bottles) transportation,
sale, possession and consumption of alcoholic beverages.

Smoking is not
permitted in this area

No facemask No Entry

No Return, No Exchange

Let the student read the short story below and answer the WH question clue below.

Two students bought a pair of socks in a department store. After

buying, they hurriedly went home. When they arrived home, they put on
the new pairs of socks they bought, but they discovered that the other half
of each pair of socks they bought were defective. So, they went back to the
department store to return the items. The sales clerk refused to accept the
defective socks because they could not present the receipt which must have
fallen in their hurry to go back. Besides, the sales clerk pointed at a small
caption on the walls which says, “No Return, No Exchange. “

1.Main idea No Return, No Exchange

2. What (things) 3.Where (place) 5. Why (effect)

4. What (problem)

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Assessment 1.2. Item Inventory:

Make an inventory of a department store near your place. Classify the items
which are discussed under the “ No Return ,No Exchange Policy”.

Items that can be Items that cannot be

refunded/returned/exchanged returned/exchanged under the
“No Return, No Exchange
Policy”

Activity 1.3
Read the text below, then answer the questions that follow. Write your
answers on a one whole sheet of paper.

WHAT IS THE CLEAN AIR ACT OF 1999

The eighth consumer right is THE RIGHT TO A HEALTHY

ENVIRONMENT which is the right to live and work in an environment that is
neither threatening nor dangerous and which permits a life of dignity and well-
being.
Republic Act No. of 8749 or the Philippine Clean Air Act of 1999 is a
comprehensive policy and program for air quality management in the country.
It aims to achieve and maintain healthy air for all Filipinos.
The Act lays down policies to control the spread of air pollution. It sets
standards for vehicle owners and manufacturing concerns to follow the
emission permitting system it imposes in order to abate, reduce or prevent
pollution. As a matter of policy, a holistic national program of air pollution
management is being implemented by the government in order to manage and
maintain air quality.
All potential sources of air pollution must comply with the provisions
of the Clean Air Act. All emissions must be within the air quality standards set
under the law.

Comprehension Questions:
1. When do we say that air we breathe is clean and healthy?
2. What could be the purpose of the government in enacting R.A. No.
8749?
3. Who will benefit under this law? Why?
4. Give some causes of pollution?
5. What agency of the government caters to problems on air pollutants,
especially on moving smoke-belching vehicles? Do you think it’s
effective in implementing the law? Why or Why not?

Assessment 1.3. Concept Map

Fill in the concept map below ,identifying the different causes of pollution.
Then orally give a brief explanation of your answer in the next meeting

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 POLLUTION

What I Have Learned

1. The basic definition of textual aids and its effect in understanding a text.
2. They are written texts, prints and other forms of writing like in the form of graphic
organizer.
3. Graphic organizers are visuals and graphic displays which organize ideas and demonstrate
relationship between different information and concepts.
4. T-Chart a graphic organizer an easy way to find important information specifically on
advantages and disadvantages of things
5. Sequence Chart or Flow Chart tool which presents proper order or process.
6. Venn Diagram an illustration which uses circles to show similarities and similarities
between two concepts.
7. Main Idea or Spider’s Web a brainstorming tool which main idea or topic is at the center
of the diagram.
8. Concept Map a kind of graphic organizer which has a central concept and branches out in
relation to other concepts in hierarchical information
9. Graphs create pictures of information, help the students to see useful information which
help them to make decisions and draw conclusions.
10. It is concluded that graphic organizers enable students to analyze, understand and
assimilated the information. (Bowman et.al., 1998.p 39). Students can also connect prior
knowledge to analyze the work of literature.

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 What I Can Do

As an individual, it is our right and duty to be aware of our clean environment as this is our
health and wealth.
1. In your notebook draw your emotional reaction on the circles that represent your face as
you encounter the following: Write your explanation of such expression.
a. A pile of uncollected garbage with flies all around.
b. A school campus with flowering plants and clean rooms
c. A street corner with some boys and girls smoking and drinking alcoholic drinks.

A. B. C.

2. Enumerate ways on how you can convince your family member or neighbors to segregate
their garbage /wastes properly using the appropriate graphic organizers.
3. Write a letter to your Barangay Chairman expressing your observations on waste disposal/
management being practiced in your barangay despite of the warnings, prohibitions and
signages on how to dispose garbage properly. Provide some inputs that you’ve learned from
this assigned reading on R.A 9003 or the Ecological Solid Waste Management Act

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. What study tool helps arrange thoughts and illustrate connection between differed
information and content?
A. Flashcards C. Graphic Organizer
B. Illustration D. Peer tutorial
2. Which of the graphic organizer is suitable for identifying advantages and disadvantages
information?
A. Flow Chart C. Concept Maps
B. T-Chart D. Spider Web
3. What textual aid that uses circles to display similarities and differences between two
concepts?
A. Venn Diagram C. Concept Map
B. Cause-and Effect Diagram D. Sequence Chart

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 4. You are to organize a topic with loads of information and you will have to arrange it in
hierarchal information to understand it better. Which graphic organizer is suitable?
A. Concept Map C. Flow Chart
B. Bar Graph D. T-Chart
5. Which of the statement below is NOT TRUE about graphs?
A. They are all about ways of expressing oneself in an imaginative
way
B. They are all illustrative manner of arranging ideas from the text
read.
C. They are the easy ways to boil down ideas to specific and easy to
to understand the concept.
D. They are study tool that represents process and organized ideas.
6. Why is it essential to use graphic organizers?
A. It attracts the readers to read the whole article.
B. It helps students to organize his/her ideas.
C. It enables learners to understand, analyze, and assimilate
information.
E. all of the above
Items Collected For Recycling

Aluminum
and Tin
Other 12 %
10%

Plastic
25%

Cardboard
and Paper
Glass 29%
24%

7. What percentage of the recycled items are made up of cardboard and paper?
A. 12% B.24% C. 25% D. 29%

8. What fraction shows what part if the recycled items are plastic?

A. 1/4 B. 1/2 C.1/3 D. 1/8

9. One half of the items in the “other” category were batteries. If batteries were shown on the
graph, what percentage would they represent?
A. 50% B. 10% C. 5% D. 3%

10. What conclusion can you draw out form the pie graph?
A. People prefer to use glass than plastic

B. Aluminum and tin can are not hazardous products

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C. Many trees were cut down in order to produce materials for writing
D. There is money in garbage.

Additional Activities

Examine the picture very carefully and write down six sentences of your observations/
experiences on the effects of pollution in our environment.

https://www.vectorstock.com/royalty-free-vector/children-in-n95-masks-dirty-environment-vector-24821718

The pie graph below gives the expenditure ( in percentage) on various items and savings of
the Dela Rosa Family in a month. Based on the given data , write down a six sentence paragraph
about your interpretation of the family’s expenses.

https://teachables.scholastic.com/teachables/books/recycling-efforts-math-circle-graph-9780439297066_013.html

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Answer Key

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References
Department of Education, Consumer Education Lesson Exemplar.

Auman, Carl. 2015. “Linear and Non-Linear Illustrations.” Prezi.Com. June 22, 2015.
https://prezi.com/tcotgpgpnwvg/linear-and-non-linear-illustrations/.
Brainly. n.d. Brainly. Accessed July 8, 2020.
https://brainly.ph/question/372226#:~:text=Textual%20aids%20are%20educational%20instruments,and%20
facilitate%20understanding%20of%20texts.
Divina, Dean Nilo. 2018. “No Return, No Exchange? No Deal!” Daily Tribune. December 2, 2018.
https://tribune.net.ph/index.php/2018/12/03/no-return-no-exchange-no-deal/.
“Graphic VS. Advanced Organizers.” n.d. Amandagreenwood.Weebly.Com. Accessed July 8, 2020.
http://amandagreenwood.weebly.com/graphic-vs-advanced-
organizers.html#:~:text=Both%20graphic%20organizers%20and%20advance%20organizers%20are%20use
d%20to%20display%20information.&text=Graphic%20organizers%20and%20advanced%20organizers.
Haddad, Douglas. 2020. “5 Types of Graphic Organizers to Improve Learning.” Very Well Family.
June 19, 2020. https://www.verywellfamily.com/examples-of-graphic-organizers-2162277.
Hasa. 2018. “Difference Between Linear and Nonlinear Text.” Compare the Difference Between
Similar Terms. June 18, 2018. https://www.differencebetween.com/difference-between-linear-and-
nonlinear-text/#:~:text=and%20Nonlinear%20Text%3F-.
“IRIS | Page 11: Using Graphic Organizers.” 2020. Vanderbilt.Edu. 2020.
https://iris.peabody.vanderbilt.edu/module/sec-rdng/cresource/q3/p11/.
“Sequence Charts | Sequence Graphic Organizer.” 2019. Creately.Com. May 21, 2019.
https://creately.com/usage/sequence-charts-graphic-
organizers/#:~:text=Sequence%20chart%20or%20sequence%20graphic.
“T-Charts Graphic Organizer Printouts - EnchantedLearning.Com.” n.d.www.Enchantedlearning.Com.
Accessed July 8, 2020.
https://www.enchantedlearning.com/graphicorganizers/tchart/#:~:text=T%2DCharts%20are%20a%20type.
Westford Public Schools. n.d. “Types of Graphic Organizers Definition and Types.” Accessed July 8,
2020.https://www.westfordk12.us/sites/g/files/vyhlif5181/f/uploads/types_of_graphic_organizers.pdf#:~:tex
t=Definition%20and%20Types-.
“What Are Consumer Rights?” 2019. Hg.Org. 2019. https://www.hg.org/legal-articles/what-are-
consumer-rights-31356.
“What Are the Main Causes of Pollution? - Quora.” n.d. Quora.Com. Accessed July 8, 2020.
https://www.quora.com/What-are-the-main-causes-of-
pollution#:~:text=Some%20of%20the%20main%20causes.
“What Is the Clean Air Act? | Department of Health Website.” 2010. doh.gov.ph. 2010.
https://www.doh.gov.ph/faqs/What-is-the-Clean-Air-Act#:~:text=Republic%20Act%20No.
Department of Science and Technology. 2019. SIYENSYA-Bilidad 2. PDP Building, 1400 Quezon
Avenue, Quezon City, Manila, 1100, Philippines: VJ Graphics Art, Inc.

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 Department of Education Division of Butuan City. 2014. “What Makes a Good Teacher.” Facebook.
2014. https://www.facebook.com/pg/depedbutuancity/photos/?tab=album&album_id=673895192630374.
“Difference Between Linear and Nonlinear Text.” n.d. Compare the Difference Between Similar
Terms. Accessed July 14, 2020. https://www.differencebetween.com/difference-between-linear-and-
nonlinear-text/#:~:text=and%20Nonlinear%20Text%3F-.
Images
Funny Key with Hands. n.d. Dreamstine. Accessed July 8, 2020.
https://www.dreamstime.com/funny-key-hands-funny-key-stand-say-hello-to-you-image114966680.
Woman Sitting above Books While Reading. n.d. Bibliography. Accessed July 8, 2020.
https://www.bibliography.com/.
Confusion between Young Man. n.d. Es.123rf. Accessed July 8, 2020. .
https://es.123rf.com/photo_66159677_la-confusi%C3%B3n-entre-hombre-joven.html.
E-Presyo. 2020. Department of Trade and Industry. https://www.dti.gov.ph/konsyumer/e-presyo/.
Children in N95 Mask in Dirty Environment. n.d. VectorStock. Accessed July 8, 2020.
https://www.vectorstock.com/royalty-free-vector/children-in-n95-masks-dirty-environment-vector-
24821718.
Hand Writing Cartoon. n.d. Shutterstock. Accessed July 8, 2020.
https://www.shutterstock.com/search/writing+cartoon.
Man Person Thinking. n.d. GoGraph. Accessed July 8, 2020. https://www.gograph.com/vector-clip-
art/person-thinking_2.html.
Thoughts and Ideas. n.d. Dreamstine. Accessed July 8, 2020. . https://nl.dreamstime.com/royalty-
vrije-stock-foto-s-gedachten-en-idee%C3%ABn-image15030338.
Importance of Book in Our Life. n.d. Leverage Education. Accessed July 8, 2020.
https://leverageedu.com/blog/importance-of-books-in-our-life/importance-of-books/.

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For inquiries or feedback, please write or call:

Division of Lapu-Lapu City

Department of Education
B.M. Dimataga St., Lapu-Lapu City
Tel #: (032) 420-4525
Email: oliver.tuburan@deped.gov.ph